Language focus 1 Present Perfect for indefinite past time

Long-term plan unit: 2 COMMUNICATION AND TECHNOLOGY

School: Tasotkel secondary school

Lesson 3

Date: 05.10.18

Teacher’s name: Baktiyarova A.E

CLASS: 7

Number present:

absent:

Theme of the lesson: Language focus 1 Present Perfect for indefinite past time

Learning objective (s) that this lesson is contributing to

7.6.7.1- use a variety of simple perfect forms to express recent, indefinite and unfinished past on a range of familiar general and curricular topics;

7.2.5.1- recognize the opinion of the speakers in supported extended talk on a range of general and curricular topics;

7.2.6.1- deduce meaning from context with little support in extended talk on a limited range of general and curricular topics;

Lesson objectives

All learners will be able to:

Most learners will be able to:

• learn the present perfect for indefinite past time

• learn difference between been and gone

• ask and answer questions using the present perfect

Some learners will be able to:

Success criteria

• Form simple perfect forms for recent, indefinite and unfinished past actions

• Identify the position of speakers in an extended talk with some support

• Recognize detailed information in a short conversation with some support

Value links

Lifelong learning

Cross curricular links

Computer studies

ICT skills

Navigate a website, write blog posts

Previous learning

Plan

Stages of the lesson

Planned activities (replace the notes below with your planned activities)

Teacher’s notes

Greeting

The teacher greets students; students respond to greeting and take their places.

Hello, boys and girls! How are you?

Warm up

Books closed. On the board write: Maya has been to lots of concerts.

• Ask: When did Maya go to them? Elicit that she went in the past. Ask Do we know exactly when Maya went to the concerts? Elicit the answer (no).

• Elicit that the sentence on the board is in the present perfect.

Practice

• Ask students to open their books at page 19.

• Tell students that the example sentences are from the text on page 18.

• Ask students to work alone to complete the sentences using the present perfect.

• Put students into pairs to compare their answers.

• For further information and additional exercises, students can turn to page 115 of the Grammar reference section.

Answers

2 have, used 3 ‘ve used 4 ‘ve tried 5 haven’t made

Ask a student to read out the example sentence. Remind students they need to use the present perfect.

• Put students into pairs to complete the remaining sentences.

• Check answer and then go through the information in the

Get it right! box. Elicit further example sentences with been and gone to test students’ understanding of the difference between the two verbs.

Answers

2 haven’t read 3 have created/’ve created

4 haven’t used 5 hasn’t deleted 6 has bought/’s bought

Read out the words in the box and the example sentence.

• Remind students they should use the present perfect and that they are all irregular verbs.

• Put students into pairs. Pair stronger students with weaker students for this task.

• Check answers.

Answers

2 have joined 3 have posted/’ve posted 4 have not/

haven’t written 5 have not/haven’t watched 6 has gone/’s gone

Read out the words in the box. Point out that not do will be used twice.

• Ask a student to read out the example sentence.

• Write geek /ɡiːk/ on the board and elicit or explain the meaning. Also explain that techno /ˈtɛknəʊ/ is an abbreviated form of technology /tɛkˈnɒlədʒi/.

• Ask students to work in pairs to complete the text with the words in the box.

• Put students in pairs to compare their answers.

Answers

2 have, done 3 have spent/’ve spent 4 haven’t done

5 haven’t done 6 have/’ve, wanted 7 haven’t been

8 have said/’ve said

LISTENING 1.10

Play the recording for students to listen and check their answers to Exercise 4.

Read out the example question.

• Ask student to work alone to write questions using the prompts.

• Monitor while students do this task.

Answers

Have you written a blog post?

Have you sent a tweet?

Have you uploaded a video to YouTube?

Have you posted photos to Facebook?

Read out the example question and answer.

• Put students into pairs to ask and answer the questions from Exercise 6.

• Ask a few students to tell the class something about their partner.

You can show this video as either a lead-in or a follow-up to the Language Focus 1 lesson.

2.1 Social networks

• Ask: What social network sites do you use? Put students into pairs to ask and answer the question.

• Read out the information about the video.

• Play the video.

• Students watch it and answer the two remaining questions.

• Check answers.

• Then ask students: Is friendship online the same as friendship offline?

• See page 138 for further activities you can do with this video.

Answers

• YouTube, Facebook, Wikipedia

• They encourage users to create their own content.

Homework

Exercises 1, 2, 3, 4 and 5 on page 14 of the Workbook for homework.

Additional Information

Differentiation - how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment - how are you planning to check learners` learning?

Health and safety check ICT links

More support will be given to weaker learners by giving them a modified worksheets in some tasks with greater support

-through questioning and the redirecting of questioning in feedback activities

-through observation in group and end performance activities

-through formative task

-White board and video is used no more than 10 minutes

-Use water based pens

-Health promoting techniques

-Breaks and physical activities used.

-Points from Safety rules used at this lesson.

REFLECTION

Answer the most relevant questions to reflect on your lesson.

Were the lesson objectives/learning objectives realistic?

What did the learners learn? What did/didn’t you like? What was difficult?